Re: Help with IEP please (long I think)

[Guest guest]

HI Judi

When I read your email my first thought was this is " clustering " . Here in our

city district and Im sure in my county district they do this with different

dx's like all the kids who are blind are in one class and all the kids who

are deaf in another. Here we have life skills but to get into that class you

have to have an IEP that is written with life skill goals. Sara has an IEP

with academic goals so she's placed in a resource class (for La and Math)

Im feeling very fortunate after reading your dilemma, Sara's sped class has 5

kids in it and 4 of them are 4th graders like herself, sent there for reading

and math. BUT I know this is only because of how the cards were dealt. Sara's

home school has 3 sped classes, 12-15 kids in each class. I can see the same

stuff you described going on at this school too. This morning I ran into a

Mom of a child at this school. The parents have organized and called a

meeting with the director of sped. An invite was also passed to me Im very

interested to see how this meeting goes, what resolutions will be made and

how they are going to try and squirm out of this one lol Im going to do some

research for these parents on the legalities ..... classroom sz,

communication with parents (they are not getting any either), meeting the

needs of some kids who need one on one.

I don't know what to really tell you, get an advocate ASAP, always ask to see

any policies in writing, tell them to put any and all denials in writing

ahhhhhhhhh and ask them how is your daughters IEP individualized? It doesn't

sound like it is.

I do have a question, does your child have a heath impaired label as well?

the reason I ask this is .... I read that she missed so many days of school.

If this was my daughter I would definitely be demanding home services for the

bouts of times she'd be missing school. Heehee they'd die if they had to send

a homebound teacher to my home

Kathy mom to Sara 10

[Guest guest]

In a message dated 9/25/2002 11:31:49 AM Central Standard Time,

jls1995@... writes:

> I didn't know we had the option of having a

> gen. ed. teacher present. How to we get one and why would we need one?

> Judi

>

HI Judi

You will hear this over and over now lol its the law to have a General Ed

teacher at your IEP meetings. They are out of compliance on many issues and

this is a really big one

Kathy mom to Sara 10

<A HREF= " http://www.ideapractices.org/law/briefs/brief03.php " >OSEP Brief:

Regular Education Teachers as IEP Team Members</A>

Regular Education Teacher on IEP Team Is Required by IDEA '97.

The final Part B regulations incorporate the requirements of IDEA '97

regarding regular education teachers in the IEP process, including specifying

that --

The IEP team for each child with a disability must include at least one

regular education teacher of the child (if the child is, or may be,

participating in the regular education environment) (see <A

HREF= " http://www.ideapractices.org/law/regulations/regs/SubpartC.php#sec300.344a\

2 " >§300.344(a)(2)</A>); and

The teacher must, to the extent appropriate, participate in the development,

review, and revision of the child's IEP, including –

the determination of appropriate positive behavioral interventions and

strategies for the child, and

the determination of supplementary aids and services, program modifications,

and supports for school personnel that will be provided for the child

consistent with the IEP content requirements in <A

HREF= " http://www.ideapractices.org/law/regulations/regs/SubpartC.php#sec300.347a\

3 " >§300.347(a)(3)</A>. (See<A

HREF= " http://www.ideapractices.org/law/regulations/regs/SubpartC.php#sec300.346e\

" >

§300.346(e)</A>)

[Guest guest]

Oh I forgot to add... last year Jordan was in a class size of 8. This year it's

11. Now there's even less time for one on one with her.

Judi

[Guest guest]

Hi, Judi ; )

Have you thought about asking for evaluations to determine progress?

Also, I'm curious to know if a general education teacher is part of the

IEP meetings the I.U. has.

Judi

Help with IEP please (long I think)

Okay.... here it is... I need help with Jordan's IEP meeting that's

coming up in about a month. I've been putting off asking because I

thought I could do this myself. But I have discovered certain things

that have upset me deeply and when I requested (and got) a meeting in

August, I addressed those issues. I have been ignored for the most part

and put off by the school system. Here in PA, we have what is called an

I.U. or Intermediate Unit that oversees the development of an IEP. They

are part of the school system, but they are an entirely different entity

that they have their own teachers, therapists, etc. to run.

My problem is that I've run into several issues over the summer having

to do with Jordan's IEP. The majority of the goals listed in the IEP are

too broad. The 4th quarter report also states that Jordan has mastered

each and every one of those so called goals. I don't see this and

here's why; For one, every aspect of methods of evaluation was done

Subjectively, NOT objectively. When I addressed this issue, I was put

off and told that the way it was done, was " most appropriate " for the

learning environment in which Jordan was placed. " This kind of

evaluation was teacher biased in that the testing was teacher-made and

used the method of Charting and observation. The teacher did not spend

a whole lot of 1-on-1 time with Jordan last year so how do they know

that she isn't just guessing or getting lucky when she picks the correct

choice? There were no standard achievement tests done to figure out

what the real progress was.

Another issue: Jordan missed over 70 days of school last year. If you

break it down, that's more than 3 months (out of 9) of instruction that

she didn't get. So once again, how is it that she's " mastered " all

these " goals " when she's missed out on therapies, 1-on-1, classroom

instruction etc? This issue seemed to lead into all the other issues

that I had.

I also asked last year, for a PA for Jordan since the teacher could not

give enough one on one. I was denied this.

According to the IU, the children are placed into classes which reflect

what their abilities are. They are not supposed to be placed in

classrooms where the differences in each child with special needs are so

varied that the special education teacher cannot teach proper classroom

instruction. Last year, Jordan was put in a life skills class (the same

one she's in this year). In that class, there were three students that

required TSS's One required a PA. That's not what I have a problem

with. What I have a problem with is that you could definitely tell

which kids did not need to be in that particular classroom. However,

they stuck them in there anyway. How is this geared towards an IEP and

a LRE? I need to know exactly what kind of questions I should be asking

to ensure that Jordan's IEP stays INDIVIDUALIZED and that her LRE won't

be jeopardized.

If I pushed for full inclusion, would this hurt or help Jordan? IF I

got the full inclusion, what steps are next, IOW what do we need to set

in place to insure that Jordan gets the PA, adaptations etc that she

would need to be able to learn in this class.

I need to push for more speech, and as always, when requested, it's been

denied that she get more. I am frustrated by this and don't know what

to do next. The ST insists on doing group activities, but if each child

in the class is not at or even close to the same level as other students

the what does this accomplish for MY child? She's not getting enough

one on one in this area and I strongly think she needs it but no one

hears my requests for it.

I have mentioned these and other issues in the meeting held in August

and I don't think anyone is taking me seriously. I feel that a year of

Jordan's education has been wasted because no one is addressing the

underlying issues. I also think that because of the methods of

evaluation that were used, the teacher has a personal interest and is

not working on behalf of Jordan's best interests here. I think she just

pushed Jordan along and doctored up her quarterly reports to make it

look like Jordan was indeed learning more than she actually was. I'm

really desperate to get an advocate here because I don't want any more

time wasted with this. Any help any one can give would be appreciated.

Jordan has a 15 page IEP and missed over 70 days of school last year.

Over the summer, the majority of the goals listed in the IEP, she could

not perform at home, so what was accomplished last year besides the

school acting as a baby sitter for my child during the day?

Judi

[Guest guest]

Judi,

I have asked for Objective testing to be done. I was denied this. I also

asked for an evaluation. I was told they are done every two years with this

year being a testing year. There is no General ed teacher in her IEP

meetings. She's never had one. Last year was the first year Jordan was

transitioned from preschool. I didn't know we had the option of having a

gen. ed. teacher present. How to we get one and why would we need one?

Judi

[Guest guest]

Oh, Judi, they are soooooo violating IDEA, and the state of Pa regulations.

They are REQUIRED to have a reg ed teacher present because under IDEA, the

child is supposed to first be considered - strongly- for full inclusion.

It's a hierarchy, if you will. Your child should not be pulled out of reg

ed, UNTIL, a host of supports, services, accommodations and modifications

are tried. And then, and only then, does the child get removed a little bit

at a time. The reg ed teacher is supposed to fully discuss how to include

the child. The objective testing stuff is just nuts.

Get an advocate.

Eleanor

Re: Help with IEP please (long I think)

Judi,

I have asked for Objective testing to be done. I was denied this. I also

asked for an evaluation. I was told they are done every two years with this

year being a testing year. There is no General ed teacher in her IEP

meetings. She's never had one. Last year was the first year Jordan was

transitioned from preschool. I didn't know we had the option of having a

gen. ed. teacher present. How to we get one and why would we need one?

Judi

Click reply to all for messages to go to the list. Just hit reply for

messages to go to the sender of the message.

[Guest guest]

In a message dated 9/25/2002 1:17:46 PM Eastern Daylight Time,

b4alltoday@... writes:

> You will hear this over and over now lol its the law to have a General Ed

> teacher at your IEP meetings.

If there is classtime or access to the regular curriculum.

Cheryl in VA

[Guest guest]

In a message dated Wed, 25 Sep 2002 11:27:15 AM Eastern Standard Time,

jls1995@... writes:

> I didn't know we had the option of having a

> gen. ed. teacher present. How to we get one and why would

> we need one?

> Judi

actually you don't get one unless the child will be considered for general ed

setting. In preschool this is a non-issue since there is rarely a general ed

setting for preschool. But at Kindergarten you should be looking into it.

was in preschool in a class of 9 with up to 5 adults... however 5 of

those kids were autistic boys. Role models were AWFUL, she learned how to " act

autistic " to get out of stuff, she has behaviors I STILL can't get rid of! Plus

the room was small and loud. The activities were not properly adapted to her

learning style. She was even afraid of some of the rambunctious kids.

In Kindergarten she was fully included with an aide (except pullouts for speech

& PT). She was SO much happier! She had great peer models and FRIENDS for the

first time. The kids were encouraged to support her and help her (impossible in

a room full of disabled kids & 2 peer models who played with each other). The

class was calmer, she had her own defined space at her desk, she got constant

praise from the teacher.

Kindergarten is a GREAT time to transition into Inclusion. The Kindergarten

format is very forgiving, plus since she has had Preschool experience she'll

have a jump on some of her non-disabled peers.

- Becky

[Guest guest]

Judi,

They went backwards - LRE Least Restrictive Enviornment, is supposed to be

available to every child. So, least restrictive is the first step- regular

classroom with supports. Next would be a self contained class with emphasis

on academics. Why is Jordan in a life skills class, what are they basing

that on? The fact that she cant/ wont be able to learn how to read, write,

do math, etc????

You have to read up on IDEA and become informed on the laws and inform them

what they are. The more informed we all are, the better we can educate the

educators.

Kathy has all the links to the laws - ask her for them. And I agree - get a

parent advocate and insist on what you believe is best for your child and

dont agree to anything that is not right for her.

~ Mom to 12 DS and Diabetes Type 1 and 8 NY

[Guest guest]

In a message dated 9/25/2002 1:47:04 PM Central Standard Time, RSYOSH@...

writes:

> In preschool this is a non-issue since there is rarely a general ed setting

> for preschool. But at Kindergarten you should be looking into it.

>

HI Becky

Here many parents are opting for typical preschools with an inclusion

specialist (paid by county) to come in and set up a program (IEP). Since the

new buzz word is " natural environment " for kids under age 5 (school age) the

natural environment would be home or typical preschool I didn't have this

option way back when but wish I had.

Kathy mom to Sara 10

[Guest guest]

Eleanor,

When we had our transitional meeting last year, this was never mentioned to

me. The only reason as to why she was placed in a life skills class was

because I was told that's what they were offering me for her. They said

nothing about having a Gen ed teacher come to any of the meetings at all.

Now I really feel bad because had I known this, a whole year of her

education would not have been wasted. They considered inclusion last year

as sticking her entire class in Gym, Music and Library with typical peers

and that was it. No one ever so much as went in and monitored these

classes. When I went and observed, what I saw made me angry. To give you

an example, the gym teacher, would take the entire class and divide the kids

up into smaller groups. Fine, no problem. When it came to the sped kids,

she always put them in the same group together. She never mixed Jordan's

class with the typical kids. That's NOT what I call inclusion. But there

was nothing I could do because no one was monitoring the situation to make

sure the teacher was complying with the rules. This august I had asked

about the policies and procedures regarding inclusion but they danced around

my question and never gave me a straight answer. So how do I ensure that

she'll get actual inclusion in a regular classroom setting? I'd really like

her out of the life skills classroom because I don't think it's what's in

her best interests.

Judi

> Oh, Judi, they are soooooo violating IDEA, and the state of Pa

regulations.

> They are REQUIRED to have a reg ed teacher present because under IDEA,

the

> child is supposed to first be considered - strongly- for full inclusion.

> It's a hierarchy, if you will. Your child should not be pulled out of reg

> ed, UNTIL, a host of supports, services, accommodations and modifications

> are tried. And then, and only then, does the child get removed a little

bit

> at a time. The reg ed teacher is supposed to fully discuss how to include

> the child. The objective testing stuff is just nuts.

>

> Get an advocate.

>

> Eleanor

[Guest guest]

In a message dated 9/25/2002 9:23:03 PM US Mountain Standard Time,

b4alltoday@... writes:

> Here many parents are opting for typical preschools with an inclusion

> specialist (paid by county) to come in and set up a program (IEP).

AHHHHHH....never thought of THAT! My 3 yr old.(foster).. has Speech and OT

therapists through DDD. He just turned 3 so he needs to transition to the

public school program. He is emotionally VERY fragile and has attachment and

behavior issues..(to put it MILDLY!). He goes to a daycare/preschool program

now and is very stable there. He may soon be transitioning to a relative

placement. His ddd casemanager made an appt for a transition meeting for him

to go to the sp ed preschool. She is all in a tizzy becuase I turned it down

and won't allow him to be disrupted from where he is..and where he can get

the services....to a NEW and emotionally threatening environment for him. I

am basically this child's ONLY advocate...and I'm going to stand firm. As if

I don't have ENOUGH battles to fight. I guess I should mention the inclusion

sp at the transition meeting, huh?

[Guest guest]

In a message dated 9/25/2002 9:54:17 PM US Mountain Standard Time,

leslie-kerrigan@... writes:

> Apparently there are some slots availabe at the HeadStart

> preschools that are made available to kids with IEPs

We had to file a complaint with the state to get Maverick included in

Headstart!! (but we did it...and we made the public school provide an aide

and all therapy services at the headstart. LOL.

[Guest guest]

I have no ideas for you . But <<<HUGE HUGS>>> Just rememeber to keep

the list in your thoughts at the meeting, and rememebr what one lady

did a few years ago now? She mentally pulled her boots on,put our names

in her pocket, thought of all the support on the lsit, and marched

straight over those people in her meeting-and got what she wanted. So

you go girl-you CAN do it

--

Leis

Aussie mum to 4.5 DS and Natasha 7 months nda

In 100 years time it won't matter what sort of house I lived in, what my income

was, or what kind of car I drove; but the world may be a different place because

I was there to help in the life of a child.

[Guest guest]

You know, I just looked at an IEP from last year when we did the

transitioning and it has a line right there for a signature of a " regular

education teacher " . Why wasn't this explained to me then that we had to

have a reg. ed. teacher present? Jordan was also never put into regular

education classes to begin with so I'm confused as to what exactly her

rights were when we did the transitioning from preschool to regular school.

I'm also working on the advocate thing. I started that today and am waiting

on call backs.

Judi

Re: Help with IEP please (long I think)

> Oh, Judi, they are soooooo violating IDEA, and the state of Pa

regulations.

> They are REQUIRED to have a reg ed teacher present because under IDEA,

the

> child is supposed to first be considered - strongly- for full inclusion.

> It's a hierarchy, if you will. Your child should not be pulled out of reg

> ed, UNTIL, a host of supports, services, accommodations and modifications

> are tried. And then, and only then, does the child get removed a little

bit

> at a time. The reg ed teacher is supposed to fully discuss how to include

> the child. The objective testing stuff is just nuts.

>

> Get an advocate.

>

> Eleanor

[Guest guest]

>

>

>HI Becky

>

>Here many parents are opting for typical preschools with an inclusion

>specialist (paid by county) to come in and set up a program (IEP). Since the

>new buzz word is " natural environment " for kids under age 5 (school age) the

>natural environment would be home or typical preschool I didn't have this

>option way back when but wish I had.

>

>Kathy mom to Sara 10

>

>

What I am about to share is what I have been told is the case here. I

am sure they are not being upfront, and I'm sure they are going against

IDEA..... However, I'm really happy with the current situation, so right

or wrong, legal or not, it is working for us :-) Ideally, we would have

access to an inclusion specalist at the preschool level, but we don't.

Preschool is a frustrating stage in IDEA. Preschool options still

stink in our district, but I'm guessing within 5 years that will not be

the case. Because gen ed preschool isn't offered to all kids, there

isn't a " district paid " LRE that isn't special ed. I'm sure we could

have taken them to due process to pay for typical preschool, and maybe

we would have won. However, with the short time a child is in

preschool, I think they know that you'll be at that kindergarten

transition meeting before you even realize what they are doing wrong! I

have made it my personal goal to work to change that here, though

will probably be in 3rd grade before anything changes!

We have choices as follows: Special day preschool (all services

included during those 4 mornings), Intensive Language (though it is

intended primarily for kids with several speech problems, and does not

look at any other areas), Itinerant Speech, OT, Education, or PT (but

you can't get them all Itinerant..... this is for kids that only need

one service). Apparently there are some slots availabe at the HeadStart

preschools that are made available to kids with IEPs, and the income

elegibility is waived. However, this wasn't presented to us as an

option (I found this out later).

We have opted for a typical preschool part time and special day part

time. The reason we did it this was is because I liked the benefits

from both, but my goals for each school are very different! At special

day, is getting all services in one location., has experienced

teachers working on goals, and has a better ratio for working on things

like toileting, behavior, etc. However, there are supposed to be " peer

models " , but there are usually only one or maybe two at most, and lately

have been boys (which isn't too interested in right now, as

she likes the dollhouses, play kitchen, baby dolls, etc.) At typical

preschool, she is the only child with a disability in her class of 16

(with 2 teachers and one aide), and she has plenty of kids to socialize

with, to model appropriate language and behavior, and just play and be a

preschooler without working on " specific " IEP goals.

The reason I like them seperated is that the preschool day isn't very

long, and if was having to work on all her IEP goals in

typical preschool, she woundn't (IMHO) have enough time to do other

important things. I should say, her typical preschool has a

" developmentally based " curriculum, so they don't stress academics. The

kids learn through play (like kids used to do in the olden days :-), and

I think this is a nice balance combined with her special day. There are

probably typical programs that would meet both of my objectives, but

having the typical preschool (where my oldest went) director ask " when

is coming here? " was too good to pass us. I almost think that

you need to start planning for the preschool years when your child is

about a year old! We started at 2, and I am still learning about what

" might " have been an option.

Pretty much, the only thing I'd like is for them to pay for her typical

preschool (and I'd like to win the lottery too :-) Since she does go to

special day, I don't think we have a chance in the world of getting that

to happen, and I'm really happy with her progress there, so I wouldn't

give that up. Also, I know that had she not had DS, she would most

likely be attending this same preschool, and I'd be writing the same

check every month as I am now. Again, due process might have changed

things, but I'm picking my battles, and right now I'm gearing up for the

first kindergarten transition meeting (sometime soon, for next fall).

Things are muich more clear cut as to what optional are available to

kindergarteners, and if we don't get what we want, they will be sorry

they ever met us :-)

, mom to (almost 7), (4.5 DS), and (3)

[Guest guest]

Here, Austin was included in a private preschool, with services provided by

the school system, and the school system paid for it all. They had to. With

no regular ed preschools in the school system, the LRE was inclusion in a

private one. He did awesome, once we got him in a good one, lol. Beth

[Guest guest]

Years ago a group of moms from our local DS support group got together and

convinced our school district to deliver services to the preschool children in

the private setting. School agreed to three locations. So parents that choose

to pay tuition for private preschool in those locations will have school

personnel come out for related services. These moms also do fundraising and

provide scholarships for parents who would have a difficult time paying for

private preschool. It is a way to leave that option open and give their children

a more inclusive preschool experience.

Cheryl in VA

[Guest guest]

What is really nice is that during the IFSP process, Vickie is still under 3, I

got them to pay for a typical preschool for her..... she goes 3 days a week for

2 hours a day... she is the only child with Special needs in her classes.... the

number of kids range from 4-8 and there is usually an aide in addition to the

teacher if there are 5 or more students.... She is doing so well and this is

going to be a great addition to the 1x a week teacher that comes and 1x a week

speech therapy and 1x a month pt....

Though the teachers have all warned me that the transition to the IU never seems

to go well here in montgomery county PA... so I think in addition to learning

what I can about IDEA, I will be looking into the possibility of getting an

advocate...

also, I talked to the preschool about their requirement that all children in the

3yr and 4yr old classes be potty trained... they assured me that they do make

exceptions especially since they do not believe in excluding any child... this

is the local YMCA

Ann-marie

Re: Help with IEP please (long I think)

In a message dated 9/25/2002 1:47:04 PM Central Standard Time, RSYOSH@...

writes:

> In preschool this is a non-issue since there is rarely a general ed setting

> for preschool. But at Kindergarten you should be looking into it.

>

HI Becky

Here many parents are opting for typical preschools with an inclusion

specialist (paid by county) to come in and set up a program (IEP). Since the

new buzz word is " natural environment " for kids under age 5 (school age) the

natural environment would be home or typical preschool I didn't have this

option way back when but wish I had.

Kathy mom to Sara 10

[Guest guest]

In a message dated 9/26/2002 9:42:43 AM US Mountain Standard Time,

RSYOSH@... writes:

> I asked the princepal what the policies and proceedures were regarding

> inclusion

And what did he tell you? What we were told here was that the school doesn't

have to provide inclusion. The school has to provide the Least Restrictive

Environment..... LRE. (Which in my case is full inclusion and I make sure

the IEP is written that way.)

[Guest guest]

At first they said that they would not pay for the typical preschool but I

stressed that it was for socialization as suggested by Di and for speech

modeling which she was not getting at least not from kids her own age and

size.... so they called it a socialization and speech development class and got

the family driven money to pay for it.... maybe by stressing those items and how

there are not good models in the special preschool they will at least pay for

part of it... though I totally understand about picking your battles. Though I

think I would not have gotten as much as I have for Vickie without having access

to all you wonderful people.... even timbo's somewhat diabolical ideas will be

kept in file just in case

Ann-marie

Pretty much, the only thing I'd like is for them to pay for her typical

preschool (and I'd like to win the lottery too :-) Since she does go to

special day, I don't think we have a chance in the world of getting that

to happen, and I'm really happy with her progress there, so I wouldn't

give that up.

[Guest guest]

No she doesn't... the only reason why she missed so many days of school is

because she had tons of recurrent illnesses going on and there was never any

chance that she got well enough to get her flu shot last year. Finally in April

of this year, she had her tonsils and adenoids removed. She has not been sick

since that time. It was never at the point were she was actually out for weeks

on end, but an accrual of days that she missed over the school period.

Judi

Re: Help with IEP please (long I think)

I do have a question, does your child have a heath impaired label as well? the

reason I ask this is .... I read that she missed so many days of school. If this

was my daughter I would definitely be demanding home services for the bouts of

times she'd be missing school. Heehee they'd die if they had to send a homebound

teacher to my home

Kathy mom to Sara 10

[Guest guest]

Yes, she was in reg ed gym, music and library last year. They called it

inclusion, but when I went and observed on several occasions, it definitely was

NOT inclusion. It was more like, " lets keep the " special " kids away from the

" typical " kids when we break them into smaller groups. "

I addressed this at August's meeting as well. I got no response (as usual) when

I asked the princepal what the policies and proceedures were regarding

inclusion.

Judi

You will hear this over and over now lol its the law to have a General Ed

teacher at your IEP meetings.

If there is classtime or access to the regular curriculum.

Cheryl in VA

[Guest guest]

In a message dated Thu, 26 Sep 2002 9:21:11 AM Eastern Standard Time, " Judi

Scarpelli " <jls1995@...> writes:

>Yes, she was in reg ed gym, music and library last year.  They called it

inclusion, but when I went and observed on several occasions, it definitely was

NOT inclusion.

This isn't really inclusion - it's the old model referred to as " mainstreaming "

 It was more like, " lets keep the " special " kids away from the " typical " kids

when we break them into smaller groups. "

Isn't that disgusting???

>I addressed this at August's meeting as well.  I got no response (as usual)

when  I asked the princepal what the policies and proceedures were regarding

inclusion.

>Judi

>

>    

I hate to burst your bubble - but the principal is NEVER going to tell you your

real rights.

Time to seriously think of hiring an advocate.

- Becky

[Guest guest]

We have opted for a typical preschool part time and special day part

time. The reason we did it this was is because I liked the benefits

from both, but my goals for each school are very different! At special

day, is getting all services in one location., has experienced

teachers working on goals, and has a better ratio for working on things

like toileting, behavior, etc. However, there are supposed to be " peer

models " , but there are usually only one or maybe two at most, and lately

have been boys (which isn't too interested in right now, as

she likes the dollhouses, play kitchen, baby dolls, etc.) At typical

preschool, she is the only child with a disability in her class of 16

(with 2 teachers and one aide), and she has plenty of kids to socialize

with, to model appropriate language and behavior, and just play and be a

preschooler without working on " specific " IEP goals.

---

This is eaactly what we ended up doing. I paid for the PT preschool myself,

because it's what I did for my other kids.

In retrospect, if I had realized the problems created by her being in that

special day class, I would have pulled her out and put her totally in the

regular preschool program. (Actually it was a preschool/day care combo). She

picked up lot of negative behaviors from the special day class and I saw a LOT

more development in her regular preshool than in the specail class.

- Becky